Taewoong Kim

Taewoong Kim

Lecturer in Korean Language
PhD, University of Oklahoma
research interests:
  • Korean language pedagogy
  • second language acquisition
  • Computer-Assisted Language Learning (CALL)
  • metacognitive instruction
  • curriculum ideologies
  • social justice through language education
  • learner identity

contact info:

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mailing address:

  • Washington University
    MSC 1111-107-115
    One Brookings Drive
    St. Louis, MO 63130

Taewoong Kim teaches second and fourth year modern Korean.

In addition to teaching modern Korean, Taewoong Kim teaches Taekwondo martial art through University College. Before joining Wash U, he taught Korean language at Middlebury College. Dr. Kim’s research interests include Korean language pedagogy, second language acquisition, Computer-Assisted Language Learning (CALL), metacognitive instruction, curriculum ideologies, social justice through language education, and learner identity. His recent publication explored how CALL and MALL (mobile-assisted language learning) can foster learner autonomy: Roh, J. & Kim, T. (2019). Fostering Learner Autonomy through CALL and MALL in a Korean Class: A Case Study, Journal of Interactive Learning Research, 30(2). He earned his Ph.D. at the University of Oklahoma majoring in Instructional Leadership and Academic Curriculum with a concentration on second language education.

Understanding Success and Failure in Adult ESL

Understanding Success and Failure in Adult ESL

Taewoong Kim

In this publication, Dr. Kim explores the reasons why adult ESL learners drop out of their language classes and suggests explicit strategies for keeping students engaged. The most effective strategies may be personal rather than technical or curricular. Based on a study of a group of Mexican immigrants to the US, the author proposes that superación or 'self-actualization' is crucial to understanding the relative success of adult ESL learners. Learners' decisions to drop out were not hasty or superficial but were based on a commonsense assessment concerning how the class might improve the quality of their lives. Those involved in delivering ESL to adult learners should stress the tangible, practical advantages that accrue with learning English, and at the same time strive to make instruction relevant.